Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 1 – February 10th 2016
Second
Language Acquisition
Second language acquisition (henceforth: SLA) refers both to the study of
individuals and groups who are learning a language subsequent to the study of
their first one as young children. It implies many phenomena in English
learning and teaching definitely in the countries where English is not as the
first/native language. Second language and foreign language therefore have
similarities in terms of SLA.
There are several key terms in SLA, especially in language teaching and
learning. These key terms are such as second language, first language, target
language, foreign language, etc. The goal of SLA is to define the acquisition
and also the learning of language whether it is the first, second, or even the
third language. The diversity among them affects to the development of language
since the childhood period of every individuals. In this period, children are mostly
aware of the languages and how to use them. Therefore, it is important to take
this into account.
In this opportunity, Mr. Nana, our lecturer of this course had outlined
that there are three basic questions as follows:
1.
What exactly does the second language (L2) learner come
to know?
2.
How does the learner acquire this knowledge?
3.
Why are some learners more successful than others?
Moreover, there are some distinctions commonly made in the literature based
on the questions above in trying to understand the process of SLA:
a.
Second language is typically an official or societally
dominant language needed for education.
b.
Foreign language is one not widely used in the learners’
immediate social context.
c.
Library language is one which functions primary as a tool
for further learning through reading.
d.
Auxiliary language is one which learners need to know for
some official functions in their immediate political setting.
Cirebon,
February 10Th 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 2 – February 17th 2016
Foundation
of Second Language Acquisition
Wednesday, February 17th 2016, was the second meeting of the
course of the second language acquisition (SLA) with Mr. Nana Priajana. He came
to the class as early as usual. The course was started at 7 a.m in the room
2004 of the TBI’s building 2nd floor.
In this meeting, according to the description on the syllabus, there are
five main points or domain topics. Mr. Nana explained that firstly about the
world of second languages, the nature of language learning, first language
versus second language learning, the logical problem of language learning, and
the frameworks for second language acquisition.
Firstly, the explanation about the world of second languages deal with the
terms of monolingualism, bilingualism, and multilingualism. In his slide, Mr.
Nana stated that monolingualism refers to the ability to use only one language.
Then bilingualism refers to the ability to use two languages. and
multilingualism leads to the ability of mastering for more than two languages.
Furthermore, according to Mr. Nana’s explanation, there are some
motivations for those who grow up in a multilingual environment to add second
languages as in the following descriptions:
-
Invasion or conquest of one’s country by speakers of
another language.
-
A need or desire to contact speakers in economic or other
domains.
-
Immigration to a country where use of a language.
-
Adoption of religious beliefs and practices.
-
A need or desire to pursue educational experiences.
-
A desire for occupational or social advancement.
-
An interest in knowing more about people of other
cultures.
In brief, the numbers of L1 and L2 speakers of different languages can only
be estimated. So that, for a variety of reasons, the majority of people in the
world know more than one language.
Cirebon,
February 17Th 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 3 – February 24th 2016
The
Linguistics of Second Language Acquisition
The third meeting of the course of second language acquisition (SLA) was held
on February 24th 2016. Our lecturer, Mr. Nana Priajana, opened the
class in this morning with a great passion and motivation. The class was
started as usual at 7 a.m in the room 204 of TBI’s building 2Nd
floor.
In this opportunity, based on the instruction from Mr. Nana, the first
group presented this topic. The subtopics were then divided into four domains
of explanation. They were namely the nature of language, early approaches to
SLA, universal grammar, and functional approaches.
First of all, the first presenter of this group explained about the nature
of language. The topic led to that all natural languages share some
characteristics. Firstly, languages are systematic. This means that they
consist of recurrent elements which occur in regular patterns of relationships.
Secondly, languages are symbolic. It means that sequences of sounds or letters
do not inherently possess meaning. The last is that languages are social, means
that each language reflects the social requirements of the society that uses
it.
Then, the next explanation was about the early approaches to SLA. The
approaches are namely the contrastive analysis, error analysis, interlanguage,
morpheme order studies, monitor model, etc. The contrastive analysis (CA) is an
approach to the study of SLA which involves predicting and explaining learners
problem. The error analysis (EA) is the first approach to the study of SLA
which includes an internal focus on leaners’ creative ability to construct
language. Then, the interlanguage refers to the intermediate states or interim
grammars of a learner’s language. Morpheme order studies is a natural order or
universal sequence in the grammatical development of second language (L2)
learners. Furthermore, the monitor model is the last of the early approaches to
SLA which has an internal focus that adopts the notion of a language
acquisition device.
Furthermore, the elaboration moved to the topic about the universal grammar
(UG). This continuous the tradition which Chomsky introduced in his earlier
work. In around 1980, the construction of UG has been conceptualized as a set
of principles which are properties of all languages in the world. Some of these
principles contain parameters, or points where there is a limited choice of
settings depending on which specific language is involved. The UG and SLA have
been defined by some contributing factors as in the following:
Ø Initial
State
Ø Nature and
development of Interlanguage
Ø Final State
The last explanation was about the functional approaches. While UG has been
the dominant linguistic approach to SLA for many years. The most influential of
these approaches are based on the framework of functionalism. There are four of
the functional approaches which have been developed by M.A.K Halliday and have
been influential in SLA are systemic mapping and information organization.
Thus, it can be concluded that linguistics ability to use a language requires a
complex of knowledge and skills that are automatically available to everyone
when they acquire their first language (L1) as a child.
Cirebon,
February 24Th 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 4 – March 2nd 2016
The
Psychology of Second Language Acquisition
Wednesday on 2nd of March 2016 was the fourth meeting of the
course of the second language acquisition (SLA) with Mr. Nana Priajana. As
usual, he entered the classroom this morning. Then he directly started the
class at 7 a.m in room 204 2nd floor of TBI’s building.
Based on the syllabus of this course, Mr. Nana had instructed the second
group to present the topic of the psychology of second language acquisition.
Under this topic, the presentation session consisted of four domains of
explanation. They were about the languages and the brain, learning processes,
differences in learners, and the last was about the effects of multilingualism.
These four subtopics were elaborated as in the importances of SLA in language
teaching and learning.
Firstly, the explanation was started with the languages and the brain.
There are some notions that particular locations in the brain may be
specialized for language functions date back at least into the nineteenth
century. In this case, the critical period hypothesis has a relation to the
influence of age on SLA. It can be correlated with communicative functions for
which each hemisphere of the brain is primarily specialized are listed. The
list are as in the following table:
Left
hemisphere
|
Right
hemisphere
|
Phonology
|
Non-verbal acts
|
Morphology
|
Visuospatial information
|
Syntax
|
Intonation
|
Function words and inflections
|
Non-literal meaning and ambiguity
|
Tone systems
|
Many pragmatic abilities
|
Much lexical knowledge
|
Some lexical knowledge
|
Furthermore, the explanation moved to the learning processes. Psychology
provides us with two major frameworks for the focus on this. They are namely
information processing (IP) and connectionism. In addition, the information
processing makes the claim that learning language is essentially like learning
other domains of knowledge: learning is learning. The connectionism framework
also claims that ‘learning is learning’, but it considers learning processes as
a matter of increasing strength of associations rather than as the abstraction
of rules or principles.
In psychological perspective, there is a significant consideration on the
differences in learners. The differences that can be explored are such as age,
sex, aptitude, motivation, cognitive style, personality, and learning
strategies. In this subtopic, additionally, the age of children can have an
influence on learning strategies, for example, children tend to use more
repetition whereas adults use more synthesis. Similarity of sex of learners can
be significant, as females tend to use relatively more social/affective
strategies than males, as well as more metacognitive strategies in listening
tasks.
The last explanation was about the effects of multilingualism in
psychological approach of second language acquisition. In this case, there are
two assumptions of multilingulism, the positive effects and the negative ones.
The most interesting thing is that, whether evidence is positive or negative
(and it is generally positive), there are differences in the way multilingulism
perform cognitive tasks. A person who knows more than one language can perceive
and experience the world through more than one lens: multicompetence is a
different state of mind.
Cirebon,
March 2Nd 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 5 – March 16th 2016
The Social
Contexts of Second Language Acquisition
Wednesday, March 16th 2016 was the sixth meeting of the course
of the second language acquisition (SLA) with Mr. Nana Priajana. As usual, he
came to the class in this morning with new passion on his appearance. The
course was started at 7.15 a.m in the room 204 2nd floor of TBI’s
building.
In this meeting, the third group was responsible to convey the presentation
about the topic of the social contexts of the second language acquisition.
Based on the discussion, the topic was divided into three specific domains of
explanation that were basically contained in the third group’s presentation.
They were namely the notion of the communicative competence, the microsocial
factors of the social contexts, and the macrosocial factors of the second
language acquisition.
In the earlier of the presentation session, the presenters delivered the
domains of the communicative competence. The competence is mostly devoted by
the sociolinguists and those who are concerned with the social contexts of the
second language acquisition. In addition, there are two key terms related to
this explanation. They are the etnography of communication and the language
community. The term of etnography has made a critical observation that speakers
who can produce any and all of the grammatical sentences of language. Whereas
the term of language community refers to a group of people who share knowledge
of a common language to at least some extent. Thus, these terms are important
to be discussed.
Then, it continued to the elaboration about the factors within a microsocial
focus. The microsocial factors of the second language acquisition deals
primarily with sociolinguistics. Additionally, this extremely is related with
the microsocial contexts. The microsocial contetxs are features of
setting/situation and interaction which relate to communicative events within
which language is being produced, interpreted, and negotiated. These concern
with the level of formality and participants’ relationship to one another, and
whether the interaction is public or intimate.
In the last, the macrosocial factors should also be taken into
consideration. The factors considerably affect the second language acquisition.
Those primarily draw on the frame of the etnography of communication and social
psychology. This framework is in the same influence of certain factors. For
example, it may also affect to the linguistic variation in microsocial topic of
focus. These include features of the larger political setting within which
language learning and use take place, including the social position and role of
users (for instance, whether immigrant international students, or visiting
dignitary).
Cirebon,
March 16Th 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 6 – March 23rd 2016
Acquiring
Knowledge for Second Language Use
Wednesday on March 23th 2016 was the seventh meeting of the
second language acquisition course with Mr. Nana Priajana. The course was
started at 7.10 a.m as he entered the classroom. This morning, the meeting was
held as usual in the room 204, 2nd floor of TBI’s building.
In this opportunity, the topic that was presented was about acquiring
knowledge for second language use. The presentation sesssion was conducted by
the fourth group who was responsible to do so. Based on the explanation, the
topic was divided into four domains along with the discussion. The domains were
namely about the competence and use, the interpersonal and academic purpose,
and the receptive and productive skills.
As the presentation began, the first presenter explained about differences
and relationship between competence and its use. The differences between
competences can be seen from the use of them, for example, the linguistic
competence (required knowledge for the appropriate use in communicative
activities), and the pragmatic competence can be defined as what people must
know in order to interpret and convey meaning. Then, the relationship between
the domains of competence is, for instance, the communicative competence that
is to connect between the language knowledge with the culture knowledge, the contexts,
the language use, and the content of language.
Furthermore, the next presenter delivered about the interpersonal vs
academic purpose of language use. The interpersonal purpose is defined as the
knowledge required of learners who intend to use the second language primarily
in face-to-face contact with other speakers. In this competence, vocabulary is
the most important level of language knowledge for learners to acquire. Then,
the academic competence is the knowledge needed by learners who want to use the
second language to learn about other subjects.
The contrast between the interpersonal and academic competence as in the
second language acquisition can be seen in the skill domains of language,
namely the productive and receptive skills. The receptive skills label for the
reading and listening skill. These kinds of activities require students to
perform passively and without efforts in any means. In line with this, the
success of SLA contrastively is shown through the productive skills that in
further label for writing and speaking. Whether it is interpersonal or
academic, they can be worthful for students in acquiring the second language.
In brief, students of an L2 for academic purposes need to focus on building
receptive processing ability in listening and reading. Though it is mostly
related with the linguistic input. Then, the L2 learners with primarily
interpersonal interactional goals need to develop very different abilities,
emphasizing rapid online processing (top-down and bottom-up processing) of
often highly elliptical and sometimes fragmented speech as well as an
‘everyday’ vocabulary and rules for appropriate social usage.
Cirebon,
March 23Rd 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 7 – March 30th 2016
Second
Language Learning and Teaching
Wednesday, March 30th 2016 was the eighth meeting on the course
of the second language acquisition along with Mr. Nana Priajana. This meeting
was started as usual based on the schedule at 7 in the morning. The course was
also held in the room of 204 second floor of TBI’s building.
In this meeting, the fifth group opened their presentation about the second
language acquisition under the topic of second language learning and teaching.
The presentation session was divided into two sessions in general, namely the
explanation session and question-answer session. The explanation session
covered the whole subtopics that elaborated into three different domains. These
domains were about the integrating perspectives, approaching near-native
competence and the implications for L2 learning and teaching.
In the earlier of the presentation, the first presenter started to explain
about the integrating perspectives. In this domain, the three perspectives on
SLA (linguistic, psychological, and social perspectives) all address the basic
questions (what, how, and why) that are considered in the second language
acquisition. The three perspectives, furthermore, have each tended to focus
primarily on one question over the others. So, it emerges the different
priorities that each perspectives working within them. Yet, the aim of the
integrating perspectives is not to abandon one or more disciplinary priorities,
but to combine them into unity.
Furthermore, as the explanation, the linguistic perspective mainly deals
with what exactly the L2 learners come to know. This includes the system of
knowledge about a second language, the patterns of recurrent elements,
pragmatic competence, and communicative competence. Then, the psychological
perspective deals with how the learners acquire L2 knowledge that covers the
domain of innate capacity, application of prior knowledge, the processing of
language input, interaction, automatization etc. The social perspective depicts
why some learners more successful than others that deals with the social
context, the social experience, the relationship of L1 and L2, age, aptitude,
motivation, and instruction.
The next presenter delivered about the approaching near-native competence
of L2 learning and teaching. In this competence, the L2 learners seem to have
approached or achieved the near-native or ‘native-like’ means that there is
almost no perceptible difference between their language performance with the
native speakers. It is clear that there are some phases of the acquisition a
language, that are initial state, the medium state, and the final state. Thus,
this competence only occurs in the final state of acquisition.
The last explanation was about the implications for L2 learning and
teaching. This implies that second language acquisition usually requires
intentional effort, and that a number of individual and social factors that
strongly extremely affecting ultimate outcomes. There are some general
guidelines for L2 learning and teaching to be aware of, those are the
consideration of the goals, the setting of priorities for teaching and learning,
the approach learning/teaching tasks, the comprehension of the potential
strength and limitation of particular learners, and the recognition of
achievement in incremental progress.
Cirebon,
March 30Th 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 8 – April 6th 2016
Interlanguage
(IL)
Wednesday on April 6th 2016 was the ninth meeting on the course
of the second language Acquisition with Mr. Nana Priajana. This was the another
usual meeting in the beginning of april. The course was started at 7 o’clock
based on the schedule. There was no change about the room of the course was
held (room 204 TBI’s building second floor).
This morning, the course was started with the opening from the sixth group
who was responsible to bring the discussion about interlanguage of the second
language acquisition. As usual, the presentation session of this group was
segmented into two sessions, namely the explanation session and the
question-answer session. The explanation of the topic that was about
interlanguage involved the behaviorist learning theory, the mentalist theory of
language learning, what interlanguage is, and the computational model of L2
acquisition.
The first presenter explained firstly at glance about the meaning of
interlanguage. The term of interlanguage is the mental system of the second
language knowledge. The system is a kind of reflection of the systematic
development considered by some researchers in the field of second language
acquisition. The first attempt to explain second language acquisition is by
answering questions such as ‘what is the nature of the linguistic
representations of the L2 that learners form?’ to understand what is meant by
interlanguage, it is necessary to consider briefly the behaviorist learning
theory and the mentalist view of language learning.
According to the behaviorist learning theory, language learning is like any
other kind of learning in that it involves habit formation. Habits are formed
when learners respond to stimuli in the environment and subsequently have their
responses reinforced so that they are remembered. So that, language learning is
a formation of habit that involves the stimulus response connection. In
addition, learning took place when learners had the opportunity to practice
making the correct response to a given stimulus. For example, learners might
hear the sentence ‘give me a pencil’, use it themselves and thereby be rewarded
by being given a pencil when they wanted one as the communicative goal
achievement.
Then, the next speaker delivered about the mentalist theory of language
learning. The obvious inadequacies of behaviorist explanations of L2
acquisition led researchers to look towards an alternative theoretical
framework. This theory switched the attention from ‘nurture’ (how environmental
factors shape learning) to ‘nature’ (how the innate properties of human mind
shape learning). This in further emerges the belief that of the following
concepts are existed:
-
Only human beings are capable of learning language
-
Human mind is equipped with a faculty for learning
language
-
This faculty is the primary determinant of language
acquisition
-
Input is needed, but only to ‘trigger’ the operation of
the language acquisition device.
Furthermore, the third presenter explained about the advance of what
interlanguage is. According to Larry Selingker, in recognition of the fact that
L2 learners construct a linguistic system that draws in part on the learners’
L1 but is also different from it and also from the target language. So that, a
learner’s interlanguage is a unique linguistic system. In addition, Selingker
suggested that only about five percent of learners go on to develop the same
mental grammar as native speakers.
The last presenter then elaborated the computational model of second
language acquisition. The concept of interlanguage can be viewed as a metaphor
of how L2 acquisition takes place. It implies that human mind functions like a
computer. Thus, the computational model of L2 acquisition represents the basic
computational metaphor that has grown out of interlanguage and that informs
much of SLA in practice. The model depict in the first place is about the input
which is processed in two stages. First parts of it enter into the short-term
memory. These are referred to as ‘intake’. Then, some intakes are stored in the
long-term memory as L2 knowledge. Finally, L2 knowledge is used by learner to
produce spoken and written output or what is called as ‘the learner language’.
Cirebon,
April 6Th 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 9 – April 20th 2016
Discourse
Aspects of Interlanguage
Wednesday on April 20th 2016 was the second language acquisition
(SLA) with our lecturer, Mr. Nana Priajana. This was the sequel meeting of the
topic ‘interlanguage’ in this month. As usual the course was started at 7 a.m
based on the schedule. The course also was held in room 204 TBI’s building
second floor.
In this meeting, the seventh group opened the discussion session that was
about the discourse aspects of interlanguage of the second language
acquisition. The presentation performance of this group consisted of of two
sessions as the previous groups presented, that were namely the explanation
session and then the question-answer session. The explanation of the topic
involved was about acquiring discourse rules, the role of input and interaction
in L2 acquisition, and the role of output in L2 acquisition.
Firstly, the first presenter explained about the introduction to this
topic. Then she elaborated how second language learners acquire the discourse
rules. There are rules or regularities in the ways in which native speakers hold
conversations. The acquisition of discourse rules is systematic reflecting both
distinct types of errors and developmental sequences. Thus more works are
needed to demonstrate which aspects are universal and which are language
specific as it is already clear that many aspects of learner discourse.
Then, the second speaker continued the explanation session. He explained
about the role of input and interaction in L2 acquisition. Input and
interaction definitely affect the second language acquisition. The behaviorist
treats language learning determined by the environment and controlled from the
outside by the stimuli. Yet, in the perspective of interactionist, learner
discourse does indeed have special properties just like a caretaker modifies
the way they speak to children learning their first language. Therefore, there
are at least three kinds of interaction: baseline talk, ungrammatical foreigner
talk, and grammatical foreigner talk.
Lastly, the last speaker elaborated the rule of output in second language
acquisition. As krashen argues that speaking is the result of acquisition not
its cause. Discourse supplies learners with the opportunity to produce language
as well as they hear it. Output helps learners to test hypothesis. They can
learn from their output is by treating it as auto-input. Output also helps
learners to the successful communication or whether it elicits negative
feedback.
Cirebon,
April 20Th 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 10 – April 27th 2016
Individual
Differences in L2 Acquisition
Wednesday on April 27th 2016 was the eleventh meeting on the
course of the second language acquisition (SLA) with our lecturer Mr. Nana
Priajana. This was the advanced meeting under the topic ‘individual
differences’ of the psycholinguistics of L2 acquisition. The course was started
at 7 a.m as usual and was held in room 204, second floor of TBI’s building.
This morning, the presentation session was conducted by the eighth group
who was responsible to bring the discussion under the topic ‘individual
differences in second language acquisition’. As usual, the presentation was
undergone through two steps, namely the explanation session, then followed by
the question-answer session. The subtopics were about the language aptitude and
motivation, and also the influence of the learners’ learning strategies.
The first speaker of this group delivered firstly about the term of
language aptitude. She explained that people differ in the extent to which they
process a natural ability for learning an L1. This ability then known as
language aptitude that is believed to be in part related to general
intelligence but also to be in part distinct. In certain research of this
field, there has been a deep exploration that learners who have higher scores
on language aptitude tests, they learn quickly and also they can gain higher
levels of L2 proficiency.
Furthermore, research involving language aptitude has focused on whether
and to what extent language aptitude is related to the success in L2 learning.
One interesting possibility is that different components of language aptitude
may be implicated in different stages of processing stages the input to the
central processing stages involving interlanguage construction, and memory to
the storage and access of language.
Then, the second speaker of the eighth group explained about the second
major dimension subsequently was about motivation. It definitely involves the
attitudes and effective states that influence the degree of efforts. Whereas
language aptitude concerns with the cognitive abilities that underlie
successful L2 acquisition. Various kinds of motivation are existed that have
been identified: instrumental, integrative, resultative, and intrinsic
motivation.
The last presenter delivered about the learners’ learning strategies.
Language aptitude and motivation constitute general factors that influence the
rate and level of L2 achievement. There have been various attempts to discover
which strategies are important for L2 acquisition. One way is that to
investigate how ‘good language learners’ try to learn. This actually involves
identifying learners who have been successful in learning an L2 and
interviewing them to find out the strategies that worked for them.
Cirebon,
April 27Th 2016
Denny Nugraha
NIM.
1413132037
Review of Second Language Acquisition Course
Denny Nugraha – ELT Dept. B – 6Th
Semester
Part 11 – May 4th 2016
Instruction
and L2 Acquisition
Wednesday on May 4th 2016 was the twelfth meeting on the course
of second language acquisition (SLA) with our lecturer Mr. Nana Priajana. This
meeting was the last presentation session under the topic ‘instruction and L2
acquisition’. This topic mostly is related with the teaching and learning of
language. This meeting was started at 7 a.m and held in room 204, second floor
of TBI’s building.
The discussion of this meeting was leaded by the ninth group who was
responsible to deliver the presentation about the instruction and second
language acquisition. The group segmented the discussion session into two
activities, that was the explanation session and then followed by the
question-answer session. The subtopics that were elaborated involved the
form-focused instruction, learner-instruction matching, and then the strategy
training.
The first speaker led the first explanation that was about the form-focused
instruction. In further explanation, communicative language teaching as the
emphasis of form-focused instruction, is premised on the assumption that
learners do not need to be taught grammar before they can communicate but will
acquire it naturally as part of the process of learning to communicate.
Moreover, there are, in fact, strong theoretical grounds for believing that
instruction will not have any long-lasting effect on the way in which learners
construct their interlanguage systems. The questions that are going to be
answered are ‘does form-focused instruction work?’ and ‘what kind of
form-focused instruction works best?’ The premise of such studies to the
answers is that they can make a contribution both to language pedagogy-by
helping to make teaching more efficient-and to SLA-by providing a means of
testing theories of acquisition.
The next speaker delivered about learner instruction matching. Based on the
explanation, learners vary in the particular types of ability they are strong
in. Some learners are good at segmenting sounds in the speech they hear but are
less effective at identifying the grammatical functions of words in sentences.
Learners with differing kinds of ability may be able to achieve similar levels
of success providing that the type of instruction evokes them to maximize their
strengths.
Lastly, the last presenter explained about the term of strategy training of
second language learners. The idea of the strategy training is attractive
because it provides a way of helping learners to become autonomous. The main
problem to fix is that it is not enough just to know about which strategies and
which combinations of strategies work best for L2 acquisition.
Cirebon,
May 4Th 2016
Denny Nugraha
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